Global health education has become an integral part of medical training, reflecting the growing recognition that healthcare professionals must be equipped to address health challenges that transcend national borders. While many discussions focus on traditional aspects such as infectious diseases, maternal health, and health systems strengthening, there are emerging trends in global health education that are reshaping how medical trainees are prepared for the complexities of global healthcare. This blog explores these lesser-discussed trends, offering insights into the future of global health education and its impact on medical training.
The shift towards planetary health
One of the most significant trends in global health education is the growing emphasis on planetary health—a concept that recognizes the interconnectedness of human health and the health of the planet. As environmental issues such as climate change, deforestation, and pollution increasingly impact public health, medical trainees are being taught to consider these factors in their practice.
According to a report by the lancet, climate change is expected to cause an additional 250,000 deaths per year between 2030 and 2050 due to factors such as malnutrition, malaria, diarrhea, and heat stress . In response, many medical schools are incorporating planetary health into their curricula, teaching students about the health impacts of environmental degradation and the importance of sustainable practices in healthcare.
This shift not only broadens the scope of global health education but also prepares future healthcare professionals to advocate for policies that promote both human and environmental health. For example, trainees might learn about the role of healthcare systems in reducing carbon footprints, managing the health impacts of extreme weather events, or addressing the health needs of communities affected by environmental changes.
Decolonizing global health education
Another emerging trend is the movement to decolonize global health education, which involves critically examining and addressing the power imbalances and historical legacies of colonialism that have shaped global health practices and policies. This trend is gaining traction as medical educators and trainees recognize the need to move away from the traditional “Us vs. Them” approach to global health, where high-income countries are seen as providers of knowledge and resources, and low- and middle-income countries as passive recipients.
A study published in global health action found that decolonizing global health education led to a 28% increase in students’ understanding of the social determinants of health and a greater appreciation for the knowledge and expertise of local healthcare providers in resource-limited settings . This approach promotes a more equitable and collaborative model of global health, where medical trainees are encouraged to work in partnership with local communities and health professionals, respecting and integrating local knowledge and practices.
This trend also involves rethinking how global health electives and field experiences are structured. Instead of short-term missions where students “Help” in developing countries, there is a growing emphasis on long-term partnerships that focus on mutual learning and sustainable impact. Medical schools are increasingly encouraging students to engage in projects that build local capacity and support health systems, rather than simply providing temporary relief.
Digital health and telemedicine in global health education
The covid-19 pandemic has accelerated the adoption of digital health and telemedicine, making them essential components of global health education. As healthcare delivery in low-resource settings increasingly relies on digital tools, medical trainees are being taught how to leverage these technologies to improve health outcomes in diverse contexts.
According to a report by the world health organization (who), the use of telemedicine in low- and middle-income countries increased by 45% during the pandemic, highlighting its potential to improve access to healthcare in underserved areas . Medical schools are responding by incorporating digital health training into their global health curricula, teaching students how to use telemedicine platforms, mobile health (mhealth) apps, and electronic health records (ehrs) to deliver care remotely.
This trend also includes training in digital health ethics, data privacy, and the challenges of implementing digital solutions in resource-limited settings. By equipping medical trainees with these skills, global health education is preparing the next generation of healthcare professionals to harness the power of technology to address global health challenges effectively.
Focus on non-communicable diseases (ncds) in global health
Traditionally, global health education has focused heavily on infectious diseases, particularly those that disproportionately affect low- and middle-income countries, such as hiv/aids, tuberculosis, and malaria. However, there is a growing recognition of the need to address the rising burden of non-communicable diseases (ncds) in these regions.
Ncds, such as cardiovascular diseases, cancer, diabetes, and chronic respiratory diseases, now account for over 70% of all global deaths, with 85% of these “Premature” deaths occurring in low- and middle-income countries . This trend is leading to a shift in global health education, with more emphasis being placed on the prevention, diagnosis, and management of ncds in resource-limited settings.
Medical trainees are being taught to recognize the global burden of ncds and to develop strategies for addressing them, including the integration of ncd care into existing health systems, community-based prevention programs, and the use of low-cost technologies for early detection and treatment. This focus on ncds also involves understanding the socio-economic and environmental factors that contribute to the rise of these diseases, such as urbanization, changing dietary patterns, and increasing sedentary lifestyles.
Integrating global health education across the curriculum
Another important trend is the integration of global health education throughout the medical curriculum, rather than confining it to elective courses or specific modules. This approach ensures that all medical trainees, regardless of their future career paths, have a foundational understanding of global health issues and the skills to address them.
According to a survey conducted by the consortium of universities for global health (cugh), 65% of medical schools in north america have integrated global health topics into their core curricula, reflecting the growing recognition that global health is relevant to all areas of medicine . This integration might involve case studies on global health challenges in clinical training, discussions on global health ethics in medical ethics courses, or the inclusion of global health perspectives in public health and epidemiology classes.
By embedding global health education throughout the curriculum, medical schools are preparing students to think globally, even if they practice locally. This holistic approach also helps to cultivate a global health mindset, where trainees understand the interconnectedness of health systems and the importance of addressing health disparities both at home and abroad.
Ethical considerations in global health education
Ethical considerations are becoming increasingly prominent in global health education, particularly regarding the conduct of research and clinical practice in low-resource settings. Medical trainees are being taught to navigate complex ethical issues, such as informed consent, the use of local resources, and the potential impact of their work on local communities.
A study published in bmc medical education found that incorporating ethics training into global health education improved students’ ability to recognize and address ethical dilemmas by 37% . This training is crucial for ensuring that global health initiatives do not inadvertently cause harm or perpetuate inequalities.
Ethics education in global health also includes discussions on power dynamics, the responsibility of high-income countries in global health, and the importance of maintaining humility and respect when working with diverse populations. By emphasizing these ethical considerations, global health education is helping to produce more conscientious and culturally sensitive healthcare professionals.
Conclusion
The landscape of global health education is rapidly evolving, with new trends that are expanding the scope and depth of training for medical trainees. From the integration of planetary health and the decolonization of global health education to the rise of digital health and the focus on ncds, these trends are shaping the future of healthcare and preparing the next generation of medical professionals to tackle the most pressing global health challenges. By embracing these trends, medical schools are not only enhancing the education of their students but also contributing to the development of a more equitable and effective global health system.
